Blended Learning Group Research Articles

Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study

BackgroundLocal anaesthesia plays a key role in many aspects of a dentist’s work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students’ knowledge gain, performance of practical skills and satisfaction with the course.MethodsAll participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire.ResultsThe blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach.ConclusionThis study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

BackgroundA flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education.MethodsThe subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction.ResultsResults showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course.ConclusionsThis study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

Образовательные результаты студентов в электронных курсах при смешанном и онлайн-обучении

The article presents a comparative analysis of the academic achievements of students who completed e-courses on mathematical methods in psychology by means of blended learning (N = 404) and online learning (N = 405). The research was carried out at the Moscow State University of Psychology and Education. Students in online learning achieved, on average, higher results compared with the blended learning group in the pre-test, post-test, and final course grades, however, the difference in the means for all 3 indicators is minimal, and the significance of the differences is provided by the large sample size. In a smaller sample, no significant differences in post-test and final course grades were found between the two groups. The academic achievements of graduate and undergraduate students are also practically equal: the differences in the post-test and final grade are on the verge of statistical significance, and the difference in the means is minimal and is only about 1 percentage point, which is consistent with our previous study. The dynamics of changes in the average values for academic achievement indicators in the groups of blended and online learning showed a very pronounced – about 50 percentage points – growth in the posttest indicators compared to the pretest, and then a less pronounced decline in results after1–1.5 months, measured according to the external test, which remain significantly higher than the pre-test. The decline in the online learning group is very minor, i.e., the dynamics is better. The latter result requires further verification under more equalized external testing conditions. The effect of learning in e-courses in both blended and online formats has been statistically proven. The “e-course plus” formula is proposed as a formula for a modern approach in higher education.

Study on the Influence of Blended Teaching Mode on English Learners’ Motivation under the Background of Information Technology

With the rapid development of Information Technology (IT) and the popularization of IT-based education, blended learning mode (BLM) under the background of IT has emerged. Thus, the investigation into English learners’ motivation under the IT-based BLM is conducive to the development of China’s college English teaching. Both the quantitative and qualitative research methods are employed in this study to investigate the issue that whether BLM have effects on English learners’ motivation in universities. It can be found that the instrumental motivation is the major motivation of English learners from 6 classes. Three motivational types are higher than the average and the motivational intensity is considerably high. After a semester, three motivational types and intensity in blended learning group (BLG) have promoted separately. The results can demonstrate that employing IT-based BLM is feasible and superior, which can positively motivate foreign language teaching and learning.

Adaptations in Anatomy Education during COVID-19.

BackgroundThe impact of coronavirus disease 2019 (COVID-19) has profoundly affected education, with most universities changing face-to-face classes to online formats. To adapt to the COVID-19 pandemic situation, we adopted a blended learning approach to anatomy instruction that included online lectures, pre-recorded laboratory dissection videos, and 3D anatomy applications, with condensed offline cadaver dissection.MethodsWe aimed to examine the learning outcomes of a newly adopted anatomy educational approach by 1) comparing academic achievement between the blended learning group (the 2020 class, 108 students) and the traditional classroom learning group (the 2019 class, 104 students), and 2) an online questionnaire survey on student preference on the learning method and reasons of preference.ResultsThe average anatomy examination scores of the 2020 class, who took online lectures and blended dissection laboratories, were significantly higher than those of the 2019 class, who participated in an offline lecture and dissection laboratories. The questionnaire survey revealed that students preferred online lectures over traditional large group lecture-based teaching because it allowed them to acquire increased self-study time, study according to their individual learning styles, and repeatedly review lecture videos.ConclusionThis study suggests that a blended learning approach is an effective method for anatomy learning, and the advantage may result from increased self-directed study through online learning.

The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

Effectiveness Blended Learning in Reducing HIV-related Stigma and Discrimination among Nurses: A Queasy Experimental Design

Scale-up of stigma-reduction programs in healthcare settings has been slow in part due to lack of understanding and social norm associated with pre-existing stigma in HIV population. The application of blended learning can bridge the gap between theory and practice and make the learning experience more meaningful so that it can be applied as a way of learning to reduce stigma against PLWHA from healthcare professional. The aimed of this study was to determine the effectiveness of blended learning in reducing the stigma of nurses toward people with HIV/AIDS (PLWHA). This study used a quasi-experimental pre-post-test design with two groups (the intervention group and the control group). The samples in this study were nurses who worked at the public health center in Bandung. HIV-related stigma and discrimination (S&D) questionnaire was used to measure HIV-related stigma among nurses. Mean, standard deviation, frequency was used to explain demographic data and main variables. In the intervention (blended learning) group, there was a significant different of the mean score of HIV-related S&D before and after blended learning intervention with ∆ mean was 4.37 and (p = 0.001). In the control group, there was no significant different of those ∆ mean was 3.39 (p=0.459). A significant difference found in the post test mean score of HIV-related stigma and discrimination between intervention and control group [F=569.018, (p= 0.000)]. This study found that blended learning could reduce the HIV-related stigma and discrimination from nurses. This underscores the utility of this intervention to change the perceived of stigma and discrimination of health workers, as well as potential to generalize or adapt this intervention to other settings in the region and beyond.

Leveraging Mobile Communication App to Enable off Classroom Learning-Anatomy

Introduction:The study of Medicine is one of the primarily taxing and tedious disciplines of study. Aassimilation of intense knowledge and acuminating various skills in a short tenure is one of the challenges faced by students making learning more by rote, short-term and exam oriented. This study intended to explore an alternative innovative method for ensuring off classroom teaching-learning process. Aim and objectives: To study response of students towards learning with the aid of mobile communication app. To analyse both the impact of this teaching mode on self-directed learning and academic performance. To compare the academic performance of Blended Learning group with Traditional Learners.Subjects and Methods:Single observer interventional study was carried out among First year MBBS students. Group I students received traditional teaching (TL group n=80) while Group II students included Blended learners (BL group n=120) who received Traditional teaching and Mobile teaching. Both the groups were evaluated at periodic intervals by same assessment methods, mean of their academic scores were compared using t- test. In addition BL group was also administered an online questionnaire using five-point Likert scale to assess their perception with regards to the mobile teaching-learning process.Results:BL group students agreed that this mode of teaching-learning was beneficial encouraged them to read more than their regular also helped in developing their analytic skills. The academic results of the BL group though higher than TL group did not show statistical significant difference.Conclusion:This innovative method can be adapted in teaching other subjects at different levels of medicine curriculum.

Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

This study aims to investigate and compare the effect of the Blended Learning (BL) approach to Face to Face (FTF) teaching method on students’ level of performance and sport participation motivation level. It is a qualitative study using the quasi-experimental method and applying the pre-test/post-test two-groups design model. The participants of this study were 40 female undergraduate students of School of Physical Education/University of Jordan. They were beginners enrolled in ballet classes with no previous experience in ballet; 18 students attended the FTF ballet class (control group), and 22 students attended the BL ballet class (experimental group). Skill performance tests and Sport participation Motivation Scale SMS-28 were used to collect the study’s pre and post data. The data were then analyzed using descriptive analysis. The results of this study revealed no significant differences between teaching strategies in relation to students’ level of performance. On the other hand, significant differences occurred in post-tests of students’ motivation level in favor of the BL group. All intrinsic and extrinsic motivation subscales except for amotivation were significantly different in favor of BL classes. In conclusion, BL proved to be an efficient and convenient methodology in terms of enhancing students’ level of performance and boost their motivation for sports participation.

The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study

ABSTRACT The present study investigates the effect of online learning vs. blended learning (BL) in developing English language skills by nursing student. The participants of the study included sixty students of Asadabad Nursing Faculty. They were randomly divided into three groups. The control group received general English instruction through the communicative approach and did exercises based on the tasks for developing general English skills. The online group received general English instruction through LMS instructional model. The BL experimental group received general English instruction through blended learning instructional model. Students then took a posttest of standard general English (TOFEL). The results showed that the blended learning group performed better than the other groups in developing general English skills. These results have pedagogical implications for curriculum designers, developers of training programs for future nurses, material producers, and all who are involved in nursing education.

Educational Approach of Blended Learning in Teaching Benign Paroxysmal Positional Vertigo in an Emergency Department.

To investigate the efficacy of blended learning (BL) in emergency medical resident education related to the diagnosis and treatment of benign paroxysmal positional vertigo. A mixed-method study. Emergency Department of Hamad General Hospital, Doha, Qatar from 1st to 31st January 2018. Participating emergency medical residents were assigned to either traditional lecturing (TL) or BL groups and they used several instruments to review medical knowledge and skills before and after instruction. The residents' opinions were sought through semi-structured interviews. Students in both groups possessed similar knowledge and skills improvement, but reported a strong preference for TL. There is a need for further evaluation of learning technology and students' learning styles to maximise medical education.

Электронный курс как цифровой образовательный ресурс смешанного обучения в условиях высшего образования

The article presents findings of the pilot empirical research on the performance of the ‘Mathematical Methods in Psychology’ e-course as an open digital educational resource for the implementation of blended learning using the ‘flipped classroom’ model at the university. The students' attitudes toward blended learning in the e-course format, their self-esteem of involvement in the learning process, as well as the educational results were examined. The main benefits for the students are the following: the accessibility of tutorials and information about their individual learning trajectory at any time; the convenience of self-preparation for classes. The students characterize the activity at seminars as active interaction with classmates and a teacher and involvement in the learning process. In general, the students positively assessed the use of digital resources in the blended learning educational process as a modern approach and expressed their wish to study other subjects or courses in this format (at other universities in Russia and abroad as well). No essential difficulties in taking the e-course were revealed. There is a correlation between the students’ positive evaluations of their own educational outcomes and their positive attitude to the new format (р < 0,001). The educational outcomes of the students after passing the e-course statistically significantly improved (р < 0,001). The blended learning group educational results are significantly higher as compared to traditional in-class education group (р < 0,001). The study was conducted at the Moscow State University of Psychology and Education. The total sample size N = 387 students of psychology departments, the experimental group size N = 78. The comparison group of traditional full-time education students (N = 309) is balanced with the experimental group in the following context parameters: gender and age, major academic disciplines, same teacher, MSUPE students.

The Effectiveness of Blended Learning in Improving Media Literacy on Different Self-Regulated Learning

The purpose of this study was to examine the effectiveness of learning strategies of blended and self-regulated learning and the effect of the interaction between them on media literacy skills. This study used a quasi-experimental design with a 2x2 factorial design. The research subjects consisted of 85 people (41 in control groups and 44 in experimental groups). Data were analyzed using two-way ANOVA. The results showed that (1) there were differences in media literacy abilities between groups of students who were taught using blended learning strategies and groups of students who were taught using face to face learning strategies (F = 26,034; p = 0,000), (2) there were differences in media literacy abilities between groups of students who have high self-regulated learning and low self-regulated learning, (F = 7,446; p = 0.008), and (3) there was no interaction between learning methods and self-regulated learning (high and low) on literacy skills Student media (F = 0.238; p = 0.627). Descriptive statistical results indicated that the use of blended learning strategies has a better effect with an average score of 37.66 compared to face-to-face learning strategies that have a relatively smaller average score of 34.02.

What are the perceptions of the students about asynchronous distance learning and blended learning?

This study aims to reveal the perceptions of the students about asynchronous distance learning (ADL) and blended learning (BL). Two groups of freshmen were included in the current study; the first group was taught English through ADL and the second group was taught English through BL which refers to the combination of face-to-face instruction and ADL process in the current study. In order to collect data, seven students were chosen from the ADL group and six students were chosen from the BL group. Semi-structured interviews were carried out with 13 students one by one. The results showed that the students in the ADL group were not pleased with being taught at a distance. On the other hand, the BL process was favoured by all of the BL students included in the interviews.
 Keywords: Perceptions, distance learning, blended learning.

Blended and face-to-face learning on lecturing in elementary school teacher education

In this study, a blended learning model was designed for elementary school teacher educations in Universitas Pendidikan Indonesia Kampus Tasikmalaya. Students learned both from internet by using YouTube platform and face-to-face course. YouTube and online learning system that usually used in Universitas Pendidikan Indonesia was chosen for learning platform which can facilitate learning through texts, tests, assignments, and videos that made by lecturer itself. This research aims to determine the effects of face-to-face and blended learning model on the result and the student’s attitudes, opinions and perceptions on blended learning. This study used a combination design of both qualitative and quantitative methods. There were two different groups in this study, face-to-face group and blended learning group. The face-to-face learning group and the blended learning group consisted of 40 and 40 students. The face-to-face group conducted face-to-face lectures as usual for 16 meetings. Meanwhile, the blended learning group conducted lectures in an integrated model both face-to-face as well as online lectures through YouTube platform. The results showed that the blended learning group was more effective than the face-to-face group. The usability of face-to-face learning and blended learning in higher education is addressed in recommendations for future research and practice.

THE EFFECT OF BLENDED LEARNING TOWARD MEMORY RETENTION RATES OF NEONATAL RESUSCITATION SKILLS AND STUDENT’S PERCEPTION

Background: Retention is a goal in the learning process. The objective of this study was to compare the memory retention rates of neonatal resuscitation skills between blended learning strategies and conventional ones and to analyze the correlation of students’ perception on the implementation of blended learning towards memory retention rates of neonatal resuscitation skills.Method: This was an analytical study using quasi-experimental design applying posttest-only non-equivalent group design. The subjects of this study were students of DIII Midwifery Program of Health Polytechnic Palembang. The research subjects were divided into two groups; 25 subjects in blended learning group and 25 subjects in conventional group. The hypotheses were tested using Kolmogorov-Smirnov, to analyze the differences of memory retention rates of resuscitation skills between the two groups of study, and Chi-square test, to see the correlation of students’ perception on the implementation of blended learning with memory retention rates of resuscitation skills.Result: The results of study showed that the memory retention rates of neonatal resuscitation skills between blended learning group and conventional group were not significantly different. In addition, there was no correlation of students’ perception on the implementation of blended learning toward the memory retention rates of resuscitation skill.Conclusion: From the findings of this study, it can be concluded that there was no difference in the memory retention rates of neonatal resuscitation skills between blended learning strategies and conventional ones and there was no effect of the students’ perception on the implementation of blended learning towards the memory retention rates of neonatal resuscitation skills.

Comparing the effectiveness of a blended learning approach with a conventional learning approach for basic emergency obstetric and newborn care training in Ethiopia

BackgroundLack of trained personnel is a major obstacle to providing the full package of emergency obstetric and newborn care (EmONC) services in Ethiopia and other low-income countries. The aim of this study was to evaluate whether a blended learning approach to in-service EmONC training could be as effective as a conventional learning approach while reducing costs. MethodsA quasi-experimental study design assigned providers in need of EmONC training to blended learning (12 days of offsite training followed by daily SMS and weekly phone calls) or conventional learning (18 days of offsite training followed by a facility visit to mentor participants). A self-administered questionnaire measured provider knowledge before training and three months afterwards. Provider skills were assessed three months post-training with an Objective Structured Clinical Examination (OSCE). Independent sample t-test and multiple linear regression analysis were used to assess differences in mean percentage knowledge and skills scores between learning groups. The direct costs and cost-effectiveness of each learning approach were calculated. ResultKnowledge scores were similar for the blended and conventional learning groups before training (58.5% vs 61.5%, p = 0.358) and three months post-training (74.7% vs 75.5% = 0.720), with no significant difference in gains made. Post-training skills scores were significantly higher for conventional than blended learning (85.8% vs 75.3%, p < 0.001). After controlling for other factors in the multiple linear regression analysis, providers with a university degree had significantly higher skills scores than those with a diploma (p < 0.001). Training costs were lower for blended learning than conventional learning (1032 USD vs 1648 USD per trainee). ConclusionBlended learning approach using SMS and phone calls was as effective as conventional one to increase providers’ knowledge with substantially lower costs. Further study is warranted to examine the effect of blended learning on providers’ skills.

Piloting and evaluating feasibility of a training program to improve patient safety for inter-professional inpatient care teams \u2013 study protocol of a cluster randomized controlled trial

BackgroundImproving patient safety is a major goal in healthcare systems worldwide. There are several international training programs to improve patient safety, but they are often focused on single topics and professions. Therefore, one inter-professional training program for inpatient care teams, which combines key areas of patient safety (Teamwork, Error management and Patient involvement), was developed by our research group. In the present study we aim to (1) pilot this training program by comparing two different training formats (e-learning only versus blended learning) with a waiting control group and (2) evaluate the feasibility of the intervention.Methods and analysis(1) To pilot the intervention a cluster randomized controlled trial will be performed at three study sites. Therefore, an e-learning group and a blended learning group will be compared to a waiting control group at three points of assessment; (2) The feasibility of the intervention will be evaluated using qualitative methods. We will conduct problem-focused individual interviews as part of the post-intervention measurement in order to collect information on acceptance, implementation, promoting factors and barriers from the staffs’ perspective.DiscussionThe study puts forth a training program which has the potential to improve patient safety in inpatient care. Members of inter-professional inpatient care teams can receive systematic training in three competencies which are central to patient safety management. Thus, we expect the greatest improvement in staff Safety-related behavior regarding Teamwork, Error management and Patient involvement as well as Subjectively perceived patient safety in the blended learning group. In addition, the development of an optimal implementation strategy can foster implementation of the intervention in healthcare practice. Consequently, the intervention could be used continuously and comprehensively for advanced training of hospital staff.Trial registrationThe study has been registered in the German Register of Clinical Trials (DRKS-ID: DRKS00012818). Registered on August 8, 2017.

Blended learning: An effective methodology for teaching radiology to medical students

Introduction: The combination of online learning environments and classroom education is known as blended learning.Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p&lt;0.05). The proportion of good performance was close to 100% on the satisfaction survey.Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.

The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle

Empowering new generations with technology through employing blended learning approach to teach English as a Foreign Language has been recently investigated by many researchers in various contexts. This mixed-methods study aimed at examining the effects of the blended learning approach on Jordanian EFL learners’ grammar performance. The study also aimed at investigating the attitudes of Jordanian EFL learners toward blended learning. To achieve the objectives of the study, it employed a quasi-experimental design (pre and posttests) followed by qualitative interviews. The participants were divided into two groups: experimental and control groups. Among the 28 students in the sample, those in the experimental blended learning group (n=13) were taught using Moodle while those in the control group (n=15) were taught using conventional methods. All the 13 participants in the experimental group were interviewed. The results of the posttest revealed that students in the experimental group outperformed students in the control group. Furthermore, the qualitative analysis results showed that blended learning had a positive impact on the learners’ English grammar performance and that they were strongly satisfied and motivated to learn English using similar methods. It is concluded that blended learning could be used as an effective method of teaching English grammar in EFL settings. It is hoped that these results will help the university, faculty, and students to develop the skills necessary for blended learning.